Steele, M (2007). Teaching Science to Students with Learning Disabilities. The Science Teacher. 24-27.
Teaching Science to Students with Learning Differences
This article written by M. Steele was very insightful as it described proper ways in which a teacher should go about teaching a classroom that has been integrated with students with special needs. It starts off explaining that recent legislature such as the No Child Left Behind act emphasizes the importance of inclusion of children with mild disabilities into science and math classes. Next, it explains that the first step to inclusion is to first assess one's students' learning disabilities. The most prevalent disabilities seen within science classrooms are as follows: Communication disorders, Attention Deficit disorders, Emotional/Behavioral disorders, and Learning disabilities. Also, it stated that along with these disabilities comes problems with processing information, memory, language, and attention issues.
To alleviate these "issues" the article states the best way is to appropriately make modifications. In this section the author explains how sensitive modifications can be according to different students. For example, simple clarifications to most like a drawing on the board of a picture of electrons surrounding a core of protons and neutrons could frustrate and confuse a student with disabilities further. Another example would be if a teacher made modifications to alleviate those with attention issues by explaining the instructions multiple times could cause another student with auditory problems to feel disconnected. In the end, it seems the main way to use modifications in the most appropriate way is to focus on the main idea and use every tool available to convey the importances of the topic. Also, this aticle explained that if all teachers on a team or in a high school used the same methods of modifications then it would be easier for kids with disabilities to generalize the strategies across all subjects.
Besides the students with disabilities this article mentions other ways to teach that will help all students understand and enjoy science. They included setting short term goals, varying instruction to best suit the students, mnemonics, usage of visuals,helping adolescents to organize their notes, and teaching students how to study for science.
In my opinion this article was very informative and intuitive. I've learned a lot of these concepts through the different classes here at URI, and through my job as I teach children with Autism. I've been submerged into an atmosphere where all the children have a disability. However, it's very important to always learn new ways to incorporate instruction for general ed students and well as those with special needs.
Teaching Science to Students with Learning Differences
This article written by M. Steele was very insightful as it described proper ways in which a teacher should go about teaching a classroom that has been integrated with students with special needs. It starts off explaining that recent legislature such as the No Child Left Behind act emphasizes the importance of inclusion of children with mild disabilities into science and math classes. Next, it explains that the first step to inclusion is to first assess one's students' learning disabilities. The most prevalent disabilities seen within science classrooms are as follows: Communication disorders, Attention Deficit disorders, Emotional/Behavioral disorders, and Learning disabilities. Also, it stated that along with these disabilities comes problems with processing information, memory, language, and attention issues.
To alleviate these "issues" the article states the best way is to appropriately make modifications. In this section the author explains how sensitive modifications can be according to different students. For example, simple clarifications to most like a drawing on the board of a picture of electrons surrounding a core of protons and neutrons could frustrate and confuse a student with disabilities further. Another example would be if a teacher made modifications to alleviate those with attention issues by explaining the instructions multiple times could cause another student with auditory problems to feel disconnected. In the end, it seems the main way to use modifications in the most appropriate way is to focus on the main idea and use every tool available to convey the importances of the topic. Also, this aticle explained that if all teachers on a team or in a high school used the same methods of modifications then it would be easier for kids with disabilities to generalize the strategies across all subjects.
Besides the students with disabilities this article mentions other ways to teach that will help all students understand and enjoy science. They included setting short term goals, varying instruction to best suit the students, mnemonics, usage of visuals,helping adolescents to organize their notes, and teaching students how to study for science.
In my opinion this article was very informative and intuitive. I've learned a lot of these concepts through the different classes here at URI, and through my job as I teach children with Autism. I've been submerged into an atmosphere where all the children have a disability. However, it's very important to always learn new ways to incorporate instruction for general ed students and well as those with special needs.